This paper reports a study which attempted to generalize earlier results obtained by Eastman to another mathematical content area. Two hundred eight ninth-grade algebra students were randomly assigned to one of the two treatments. The figural-inductive treatment presented concepts of logic through the use of Euler diagrams in an inductive mode;…

The interactive effects between mathematical achievement and manipulative v symbolic instruction with junior high school students are examined in this report. Low-achieving students benefited more from a manipulative approach to logical connectives, whereas high achieving students found the symbolic approach to be more effective. (MP)